Mini-Lesson Plan
Title: Topic Sentence
Standard: WS 1.2 create …compositions that establish and support a central idea with a topic
sentence
Objective: Students will identify a topic sentence from a provided expository paragraph
Note: This lesson is utilizes expository text and information from the 4thgrade adopted science text,
Connection: (1-2 minutes) (Orientation)
“When we read expository text it is explaining a topic. As we read an expository
paragraph, it’s important that we analyze it for specific information so we can better
understand it. Today, we will be identifying the topic sentence in expository paragraphs.”
Directed Instruction: (5-8 minutes) (Presentation/Teach)
 Refer to Teaching Chart #1 as you state, “A paragraph is a group of sentences about
one idea. Paragraphs can contain all kinds of information. The most important thing a
paragraph has is a topic sentence. A topic sentence contains the main idea and is
usually at the beginning of the paragraph. To find the topic sentence ask yourself, ‘What
is the paragraph about? A topic sentence can help a reader to understand who or what
the paragraph is about and help the reader to get interested in what they are reading. A
topic sentence can help a writer to stay focused on their topic and help the writer share
their main idea.’”
 Keep the second paragraph on Teaching Chart #2 covered until you are ready to proceed
to the practice.
 Read the first paragraph on Teaching Chart #2 aloud. Model your thinking as it pertains
to identifying the topic sentence of the paragraph.
 “The topic sentence of this expository paragraph is …”
 Write in the topic sentence on the teaching chart as you state it.
Engagement: (2 minutes) (Check for understanding of the objective, not practice or application: i.e. Think, Pair, Share).
 “On my signal, hold up your white board and show me what the most important thing a
paragraph contains.” (the topic sentence)
 “Correct. The most important thing a paragraph contains is the topic sentence. It tells
the reader the main idea of the paragraph.”
.
Closure: (1 minute) (Link and restate the objective of the lesson.)
 “Today, we learned that the topic sentence contains the main idea and is usually at the
beginning of the paragraph. A topic sentence can help a reader to understand who or
what the paragraph is about and help the reader to get interested in what they are
reading.”
Practice
Guided Practice: teaching chart #2, paragraph #2




Refer to Teaching Chart #1 as you remind students what a topic sentence is.
Go to second paragraph. You may give students copies if you like or just make a chart
Read the paragraph aloud with the students.
Lead the students in a discussion about what they think the topic sentence of the paragraph
is. Once consensus is reached, label your chart and have students write it down on their
paper if you gave them one).
 Monitor their decisions, offering corrective feedback and clarifying as needed.
Student practice:
 Walk through this with students as it only gives main ideas and details.
 Discuss what would be a good topic sentence. Have students say the sentence and add
more descriptors each time.
 When you feel they have a good topic sentence, have them write it in the blanks.
Closure
 “Today, we learned that a topic sentence contains the main idea and is usually at the
beginning of the paragraph. A topic sentence can help a reader to understand who or what
the paragraph is about and help the reader to get interested in what they are reading.”
Teaching Chart #1
A Topic Sentence
 A paragraph is a group of sentences about one idea.
 Paragraphs can contain all kinds of information.
The most important thing
a paragraph has is a topic sentence.
A topic sentence contains the main idea and is
usually at the beginning of the paragraph.
To find the topic sentence ask yourself,
“What is the paragraph about?”
A topic sentence
can help the
A topic sentence
can help the
READER
WRITER
 To understand who or what  To stay focused on their
the paragraph is about
topic
 To get interested in what  To share the main idea
they are reading
Practice
Teaching Chart #2
Mammals ____________in some important ways. All mammals breathe air.
Nearly all mammals have hair or fur on part or all of their bodies. Mammal babies
are born already living and are not hatched from eggs. They drink milk from their
mother’s bodies. Mammals are also warm blooded. That means their bodies always
stay at about the same temperature.
The topic sentence could be:
___________________________________
___________________________________
Are you ________or ________? Plants are producers. They make their own
food. Animals are consumers. Consumers cannot make their own food. They must
eat other living things. Deer and cattle are consumers. They consume plants. They
get the energy stored in plants.
The topic sentence could be:
___________________________________
___________________________________
Student practice
Here are some details from a paragraph. See if you can figure out a topic
sentence to begin this essay
Main idea
Main idea
Main idea
Igneous rocks
Sedimentary rocks
Metamorphic rocks
Details
They are made by
melting rock, then
cooled
They can have crystals
Details
They have layers
details
Metamorphic means
change
They come from the
bottom of rivers
These rocks come from
inside the earth
These are soft rocks
These are very hard
rocks
Sometimes they have
crystals
They can be found in
different places
What would be a good topic sentence?
____________________________________________________________
____________________________________________________________
____________________________________________________________
___________________________________________________________